Soledad de Lemus

This work examines how feminist identity influences support for collective actions that promote intergroup allyship between cis‐heterosexual and LBTIQA+ women, as well as preferences for how this alliance is represented (as one‐group or as a coalition). We analyse individual perceptions of both cis‐heterosexual and LBTIQA+ women regarding the intergroup allyship building between these two groups. Furthermore, we analyse three underlying mechanisms of the relation between feminist identification and pro‐alliance collective actions or alliance type preferences: perceived intergroup common goals, similarities, and differences. Across four correlational studies ( N = 1249), feminist identification was positively associated with intentions to engage in pro‐alliance collective actions in most samples. This association was mediated primarily by perceived common goals and similarities. Common goals predicted preferences for representation as a coalition, whereas perceived similarities were also related to preference for a one‐group representation (for both cis‐heterosexual and LBTIQA+ women). Preference for a coalition was consistently associated with stronger pro‐alliance action intentions across samples (Study 1a‐2b), whereas preference for a one‐group representation mobilized only cis‐heterosexual women (Study 1a), as well as the preference for a representation as a coalition. These results highlight the importance of feminist identification, perceived common goals and similarities of the intergroup alliance as a coalition as mechanisms to enhance cooperation between LBTIQA+ and cis‐heterosexual feminist women.

Gender socialization begins in early childhood. Consequently, gender stereotypes form between the ages of two and six, peaking in rigidity around five or six. Children acquire these stereotypes through imitation and environmental modeling, which influences their attitudes and preferences regarding toys, careers, and playmates. This study examined the link between gender attributions and attitudes toward toys, professions, and household tasks during two stages of childhood. Two correlational studies were conducted to assess primary school children’s attitudes toward toys, professions, and household tasks, as well as their gender attributions. Study 1 ( N = 258; ages 5–6) was conducted in small groups of four using a game-like assessment format. Study 2 ( N = 321; ages 7–10) was administered individually. The results of both studies indicated a preference for gender-congruent items. However, individual attitudes toward gender-typed toys rather than participants’ gender predicted attitudes toward gender-typed professions and household roles. Younger children displayed stronger stereotypes regarding masculine professions, while older children showed less stereotypical rigidity. Additionally, children who made egalitarian gender attributions about toys were more likely to have counter-stereotypical attitudes and be open to non-traditional toys, professions, and household task choices. These results underscore the importance of promoting counter-stereotypical play as an educational tool for fostering gender equality. Encouraging egalitarian gender attributions may help children develop more positive attitudes toward non-traditional roles, thereby reducing gender stereotyping in professional and household contexts.

Gender stereotyping influences peer selection and often leads to the exclusion of children who challenge conventional norms. Two frameworks explain these dynamics: Gender Backlash, referring to social penalties for violating gender stereotypes, and the Black Sheep Effect, which highlights the rejection of deviant ingroup-members. Previous research shows that children who behave counter-stereotypically (especially boys) are judged more negatively by adults. The present study examines these processes in early childhood (ages 5–6), focusing on attitudes toward counter-stereotypical toys, peer play preferences, and reasons for peer rejection. Participants were 258 primary school students (137 boys, 121 girls) in Granada (Spain). A mixed-methods approach was used. Results showed that counter-stereotypical boys experienced the greatest social distance from peers. Positive attitudes toward feminized toys were associated with reduced social distance toward counter-stereotypical children. Egalitarian gender attributions about toys were also linked to lower social distance toward counter-stereotypical boys. Children generally preferred toys aligned with their own gender, regardless of their peer’s gender. Peer rejection was mainly attributed to aggression, preference differences, and gender stereotypes. These findings highlight the role of gender stereotypes in shaping early social relationships.

The recovery of large carnivore populations in Europe often leads to conflicts with the primary sector. Compensation for livestock and agricultural losses is a common mitigation tool, but its impact on tolerance and support for conservation remains unclear. We investigated brown bear damage to apiaries in the Polish Carpathians by surveying beekeepers in areas of bear presence. Using statistical modelling, we examined how emotional and cognitive responses to damage and compensation experiences shape tolerance and behavioural intentions towards bear conservation. We found that experiencing damage and receiving compensation was associated with higher risk perceptions and greater trust in the management administration. Whereas negative intentions were more likely when tolerance was low and fear was high, conservation support was positively associated with tolerance and perceived control. These findings suggest that conservation authorities can improve coexistence by relying on non-lethal strategies that minimize risk, build trust and foster a sense of control.

People's perceptions of social classes may differ from scholars' definitions. We used a mixed method, sensitive to context, to examine lay perceptions of social classes in Spain. In Study 1 ( N = 90), we conducted qualitative interviews to examine how people spontaneously characterize wealth‐based groups. Participants identified between two and seven groups. We grouped these into five main analytical categories for analytical purposes: poor, lower and working classes, middle classes, upper classes and rich and beyond. These groups were described based on material characteristics, traits and culture. Positive traits were mainly associated with non‐wealthy groups, especially the lower and working classes, while negative traits were associated with wealthy groups. In Studies 2 ( N = 251) and 3 ( N = 190), we extended these findings quantitatively, showing that positive stereotypes were associated with non‐wealthy groups, whereas negative stereotypes were associated with wealthy groups. Using psychometric networks, non‐wealthy groups were ascribed more positive traits—with some ambivalences—while wealthy groups were mainly described using negative traits. We confirmed this pattern of results through meta‐analyses. These findings highlight the importance of lay perspectives in theoretical frameworks and the need for context‐sensitive approaches in analysing social class representations.

This study examines the perceptions of LBQ+ and heterosexual feminist cis women, regarding how they define feminism and perceive the relationship between the feminist and LGBTIQA+ movement in the context of progressive trans rights legislation in Spain (Trans Law, approved in 2023). Two two-hour focus groups were conducted with 12 feminist cis women, 6 of whom were LBQ+ and 6 heterosexuals. Data was analyzed through reflexive thematic analysis, identifying 3 themes: Feminism, conflicts in the feminist movement concerning the Trans Law and intergroup collaboration. While both groups held similar definitions of feminism, LBQ+ women emphasized the importance of an intersectional perspective. Both groups expressed interest in addressing gender inequalities and forming alliances but differed in their analysis of these alliances. Heterosexual women focused on alliance challenges and threats, while LBQ+ women emphasized the need of empathy and collaboration. Heterosexual women expressed mixed feelings toward the proposed Trans Law, whereas LBQ+ cis women expressed clear support for the law and the protection of trans rights. Participants suggested actions to promote the allyship (e.g. creating common spaces and confronting LGBTIQA+phobic aggressions). While both groups express willingness to collaborate, differences and challenges are inherent in diverse feminism. Such differences should be embraced as opportunities for debate and effective collaboration, to reduce conflict and promote social transformation. It demonstrates the potential of alliances between movements to address gender-related social inequalities as a global challenge.

From an early age, children internalize gender stereotypes and roles, which can influence their preferences, aspirations, and social interactions. This study aimed to test the effectiveness of an intervention using counter-stereotypical narratives to reduce gender stereotyping and its consequences at two developmental stages: before the period of gender stereotypical rigidity (before age 5–6) and after (ages 6 and older). Across four studies—three exploratory ( N 1 = 101, N 2 = 126, N 3 = 67) and one confirmatory ( N 4 = 232)—results showed that the intervention effectively reduced gender stereotyping, specifically in the attribution of toys and professional roles to both genders. These effects persisted over time, as evidenced by a two-week follow-up (Study 4). Additionally, the intervention significantly decreased gender-based exclusion in play among younger children (Study 1), highlighting its early developmental impact. The findings support the utility of integrating counter-stereotypical narratives and reflective discussions into educational settings, providing educators and families with an accessible tool to foster more flexible gender schemas and encourage inclusive attitudes and behaviors from early childhood.

El presente trabajo es un acercamiento a las variables que movilizan a las mujeres feministas a participar en acciones en pro de otro movimiento social (LGBTIQ+) y en el marco de la lucha por los derechos del colectivo trans. Basado en la literatura sobre acciones colectivas y procesos de alianza intergrupal analizamos la influencia de las emociones (ira, compasión), y motivaciones (igualitarias, paternalistas) sobre las acciones colectivas en 2 estudios correlacionales (N = 637). Los resultados del Estudio 1a muestran que las motivaciones igualitarias y la ira pueden ser clave en el cuestionamiento de privilegios en grupos desaventajados, mientras que otras acciones colectivas pro alianza y por los derechos de las personas trans pueden ser promovidas también por el paternalismo. En el Estudio 1b dichas relaciones son moderadas por la amenaza a la identidad de mujer, frenando la participación en cualquier acción colectiva. Se discuten las implicaciones de estos resultados para las relaciones de alianza entre ambos movimientos sociales.

The demand for trans people's institutional rights and the approval of the Trans Law (Law 04/3023) has polarized the feminist movement in Spain. In this contentious context, our studies examined the relationship between feminist identity and support for, or opposition to, trans rights among the University community. Two correlational studies (Study 1a = 317; Study 1b = 323) conducted before the law's passage provided opposing results regarding the association between feminist identity and support for trans rights. Building upon these findings, two experimental studies (Study 2 N = 415; Study 3 N = 405) exposed ciswomen to cooperation or conflict narratives and examined their impact on reactive threat, zero‐sum beliefs, and support for pro‐trans or anti‐trans collective actions. Conflict narratives increased reactive threat and zero‐sum beliefs, leading to more anti‐trans and fewer pro‐trans actions. Additionally, a direct positive link was observed between feminist identification and support for pro‐trans actions, while a negative association was found with anti‐trans actions (opposite for ideological threat). Based on these findings, we propose a series of win‐win strategies to support trans rights and promote peacebuilding and inclusivity in Spanish universities without triggering threat or zero‐sum beliefs in ciswomen.